Presented by a Speech-Language Pathologist and a Respiratory Therapist, this online course will examine factors that affect communication and swallowing performance for adult patients with tracheostomy tubes with and without mechanical ventilation. It begins with the basics for clinicians new to this patient population. For the more experienced clinician (explained in terms that all will understand) this course also addresses the current state of the science in management of the tracheostomy and ventilator-dependent patient.
The characteristics, advantages, and disadvantages of specific tracheostomy tubes and speaking valves will be covered to ensure best practice. Explanation of how "talking" tracheostomy tubes differ from standard tubes and speaking valves is included, as well as a discussion of common speaking valves and how they enable phonation. SLP "must knows" related to patients on mechanical ventilation will be covered, including: explanation of common ventilator settings such as tidal volume, respiratory rate and PEEP; identifying common ventilator alarms; and how to apply an inline speaking valve with the ventilator. Also discussed will be issues related to secretion management and methods to re-establish airflow to the upper airway. Offered for 0.4 SLP CEUs – 4 contact hours.
Course Run Time: 4:00:30
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.
Video PowerPoint presentation with author narration & downloadable handout.
Roxann Diez Gross, PhD, CCC-SLP, ASHA Fellow, is a leading expert, accomplished researcher, and frequently invited national and international lecturer. Her areas of expertise include swallowing function, esophageal dysphagia, and management of patients with tracheostomy tubes and speaking valves.
Currently, Roxann is Director of Research at The Children's Institute in Pittsburgh, PA. Prior to this position, she was Director of the Swallowing Disorders Center at the University of Pittsburgh Medical Center and Assistant Professor of Otolaryngology in the School of Medicine. She is now an adjunct assistant professor in the Department of Communication Science and Disorders at the University of Pittsburgh.
Roxann has published several scientific papers and clinical book chapters. Her primary area of research examines interactions between breathing and swallowing in neurologic and respiratory disease. Over the past 7 years, Roxann has expanded her clinical work and research to include non-pathologic forms of esophageal dysphagia.
Financial — Roxann Diez Gross is a presenter of online CEU courses by Northern Speech Services; receives royalties.
Financial — Roxann Diez Gross is the author of "Quick Pocket Reference for Tracheostomy Tubes and Speaking Valves" published by Northern Speech Services; receives royalties.
Nonfinancial — Roxann Diez Gross has no relevant nonfinancial relationships to disclose.
Lyndsi E. Yarkosky, BS, RRT-NPS, is a registered respiratory therapist who serves as the Clinical Leader of the Respiratory Care Department at The Children's Institute of Pittsburgh. She also provides multidisciplinary staff education as well as education to families in the areas of ventilator management, tracheostomy care, suctioning and handling emergency situations in the home. She has a wide variety of experience including neonatal intensive care, adult critical care, and in-patient pediatric rehabilitation. In addition to her clinical and leadership duties, Lyndsi also serves as an independent consultant for Passy Muir, Inc.
Financial — Lyndsi Yarkosky is a presenter of online CE courses sponsored by Northern Speech Services; receives royalties.
Financial — Lyndsi Yarkosky provides consulting services for Passy Muir Corporation; receives consulting fees.
Nonfinancial — Lyndsi Yarkosky has no relevant nonfinancial relationships to disclose.
This program is offered for 0.4 ASHA CEUs (Intermediate Level; Professional Area).
ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.
ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:
If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.
Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.
Additional accrediting agencies by which Northern Speech is an approved CE provider:
Course Completion Timeframe:
You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.
However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.
Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.
Certificate of Completion:
On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.
ASHA CE Registry Submission:
During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.
Purchase orders are currently not accepted for online orders, if you wish to submit a purchase order please do so at firstname.lastname@example.org or fax to 888-696-9655.
What is an Online Course?
Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.
Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.
Registering for an online course:
You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.
Accessing your purchased course or returning to a purchased course:
You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.
Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.
Number of CEUs offered:
We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.
State licensing boards and online CEUs:
NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.
Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.
Most of our online courses provide a link to download the accompanying handout as a PDF file.
Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.
For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.
Course Cancellation Policy:
A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded.
Please click here for any special needs requests, and we will do our best to accommodate them.
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“All of the information was relevant to my daily practice working in acute care. I did not learn anything about trachs or vents in graduate school, but I have had a lot of patients with trachs/on ventilators in my clinical practice. This course made up for the lack of coverage in my program.” – C.H. (Jan. 2021)
“The addition of the Respiratory Therapist was invaluable in helping to demystify vents which have always seemed intimidating. It highlighted the significant role that Medical SLPs can play in the restoration of verbal communication in trached/vented patients, as well as their equally important role in ensuring safe swallowing post the acquisition/impact of trachs/vents on these patients. I learned a great deal from each portion of this course.” – J.B. (Nov. 2020)
“The visuals with the trach lecture were great, and the video by the RT was a fantastic addition.” N.F. (Sep. 2020)
“Learning about the vent settings and trach care will help me to be a better, more informed member of the interdisciplinary team at the acute care hospital I worked at. The speakers were very knowledgable and provided ample examples.” – K.B. (Aug. 2020)
“I loved how it gave the fundamentals and then put it all together for the real-word application. The case examples were helpful also.” – T.B. (Jul.2020)
“The information about speaking valves and how to assess and properly place them was very helpful. I also liked the discussion on how to deflate the cuff and the explanations for how the patient is reacting when doing so. It made me realize how much I didn't know.” – J.G. (Jun. 2020)
"The focus on trachs was more beneficial for me. I liked the break down between trach and vents. However, I work in pediatrics so more applicable trach knowledge for peds would be great." – R.F. (May 2020)
“I found the information on track downsizing to be amazing. Our pulmonologist almost never downsizes from an 8!! I did not even know about compressed air and speaking trachs. I liked the depth and the two professionals working together to present their expertise.” – M.B. (Apr. 2020)
“Clear presentation of information - concise slides and useful visuals/diagrams. Good breadth of knowledge. The discussion of various trach types and indications was very useful. Presenter gave good case examples of pt profiles that indicate use of specific trach types. Suitable for beginner to intermediate clinicians.” – L.J.H. (Mar. 2020)
"Reviewing the ventilator and its settings and what they mean was most helpful. I liked the case studies during the ventilator presentation." – N.M. (Feb. 2020)
"The portion on trachs was very beneficial. I liked the overview of different parts of the trach. I liked the videos of the RT with in-line speaking valve being placed. I enjoyed the format, adn the content was great. I learned about trachs in grad school, and this helped me feel more competent so that my questions about trachs and vents are more informed." – N.R. (Jan. 2020)
"I appreciated going over the types of trachs and the clear review of vent settings. I loved the case studies (could benefit from even more!) and the video of a speaking valve trial with a real patient." – S.K. (Jan. 2020)
"Everything was beneficial as I am newly trained in trach/vent care. I liked the power point visuals." – O.C. (Dec. 2019)
"I enjoyed the frequent repetition of anatomy and topics discussed previously during the presentation." – C.G. (Dec. 2019)
"I liked that there were pediatric and adult examples. All of the course was relevant to daily practice." – V.H. (Nov. 2019)
"Both presenters were very beneficial and helpful to gain more knowledge with this population. I liked the images corresponding to the lecture and the 'cartoons' Dr. Gross illustrated for visual learning." – A.M. (Oct. 2019)
"Thank you for clarifying the different types of trachs and respiratory information. It is very helpful to a ST who has minimal contact with patients who have trachs. I enjoyed the visuals and relevance of the information. It is very well presented and easy to understand." – A.S. (Sept. 2019)
"All of it was beneficial as I did not get much training in this area of school. I liked the pictures of different trachs and speaking valves." – R.M. (Aug. 2019)
"Going over the types of trach tubes and descriptions were most helpful. I liked that there were lots of pictures, visuals, and a video at the end!" – K.F. (Aug. 2019)
"It was in-depth enough to get a much better understanding of trachs and ventilators without being too technical." – T.L. (July 2019)
"I found that the guidelines for safety when attempting to place a speaking valve were extremely beneficial. I liked the relevance of the material so I can easily apply it to my assessment/treatment with patients." – J.F. (July 2019)
"Learning about different types of trachs was helpful. I enjoyed the case studies. Learning how to transfer these skills to patients/case studies is beneficial." – K.M. (June 2019)
"I appreciated a greater understanding of tube anatomy, basic terms, and various types of tubules. The instructors made the information easy to understand." – C.B. (Apr. 2019)
"The vent information was something I haven't had the opportunity to learn before; I enjoyed that a lot. Very practical and useful information." – N.D. (Mar. 2019)
"Going over the implementation of Speaking Valve for weaning and improving secretion management was most beneficial. Lots of visuals and practical examples." – N.C. (Mar. 2019)
"I appreciated the review of the respiratory therapist's role. I liked the pictures of the machines and trach types were helpful. However, I was hoping for more in-depth therapy techniques for each trach/valve." – D.H. (Feb. 2019)
"The volume of relevant information and case studies were my favorite parts of this course." – J.M. (Jan. 2019)
"All of the content was very informative and helpful. I liked the slow deflation of cuff and assessment protocols as well as the well-written protocols." – M.S. (Dec. 2018)
"Viewing the different vents and screens that we may encounter on the vents was most beneficial. I enjoyed the section taught by an RT. It's nice to learn from the respiratory specialist." – C.B. (Nov. 2018)
"All of it was beneficial! Amazing teachers who taught complex info so well, easy to listen to, and made it understandable. Very practical course." – C.S. (Oct. 2018)
"Ventilator settings and modes are not something I was familiar with. I work with very few Vent patients, but this has helped me change the way I think about trach/vent patients in terms of speaking valves." – A. S. (Sept. 2018)
"Knowing about the reasons as to why patients may need a trach tube and how it works is very helpful. The speaker was very organized and explained the material clearly. I also really liked the examples provided. I think it was a great course." – Y.T.A. (June 2018)
"I found all of the content beneficial. It was especially helping to see the practical use of the information in the video of the RT placing the PMB inline with the vent, while also working with the SLP. " – N.W. (May 2018)
"I liked the SLP and RT perspectives." – E.I. (Apr. 2018)
"The discussion of speaking valves currently available, as well as settings on ventilators, were most beneficial. I liked having a better understanding of vent mechanics." – L.K. (Apr. 2018)
"I appreciated the review of vent settings information." – A.P. (Mar. 2018)
"The case studies at the end were especially helpful. Great visuals in the course." – A.T. (Feb. 2018)
"Going over subglottic air pressure with pmv and swallow was most beneficial. The definitions for MV were great too." – R.H. (Jan. 2018)
"I have a middle school student with a trach and I really needed more information about trachs. Although I am not directly responsible for his medical care, this information gave me much needed background." – A.B. (Dec. 2017)
"I appreciated the detailed discussion on tracheostomy tubes and the discussion of ventilator settings and especially discussion on PIPIP." – C.Y. (Dec. 2017)
"All of this program was of value to me. This subject needs to be addressed more in our academic classes. It was helpful to see the different designs." – H.H. (Dec. 2017)
"I liked that the speakers gave specific examples of when and how to use a speaking valve as well as clear descriptions of what NOT to do." – C.J. (Dec. 2017)
"The discussion on all the different types of trachs and info about how to understand ventilators was most beneficial. I also appreciate how there should not be over inflated cuffs. I have seen problems with this as well as wrong tube sizing negatively affecting my patients." – L.G. (Dec. 2017)